Pennsylvania spends more than most states in the country on education and ranks at the bottom in academic outcomes. Yet, Governor Shapiro continues to throw money at the problem expecting different results.

Earlier this month, our analysis of the state PSSA test scores for students in grades three through eight revealed a 53 percent proficiency rate in reading and writing and a 40 percent proficiency rate in math.

In addition to those tests for younger students, high school students are expected to pass the Keystone exams in order to graduate, although there are alternative pathways to graduation for students who do not pass. These tests are administered in the areas of Literature, Algebra, and Biology.

In 2024, only 63 percent of students who took the Literature exam passed, and only 42 passed the Algebra exam. It is interesting to note that more students became proficient in high school than in elementary and middle school which doesn’t make much sense from an academic standpoint.

Also of note is the discrepancy between “economically disadvantaged” students and the overall population of students taking the Keystones — “economically disadvantaged” students are significantly less likely to score proficient. While 63 percent of overall students passed the Literature exam last year, only 49 percent of economically disadvantaged students passed. Similarly, 42 percent of overall students passed the Algebra exam, and only 27 percent of economically disadvantaged students passed.

Since statewide averages don’t tell the full story about differences between individual school districts, we scrutinized data from a sampling of districts in Southeastern Pennsylvania. Last year, we conducted a similar analysis with the same districts and concluded that spending more money on education wasn’t going to solve the problem. This year’s data also supports that assertion.

Below is a chart depicting the same fourteen school districts with their 2024 Keystone scores overlaid with starting teacher salaries as reported by PSEA, the state teachers’ union. This graphic shows that starting teacher salaries seem to have no direct impact on high school proficiency in Literature or Algebra.

(And to be clear, I am not saying that teachers do not deserve to be compensated fairly for their hard work. This is simply an analysis of the relationship between salaries and student outcomes.)

While starting salaries for teachers range from $46,000 to $60,000, proficiency rates range from zero percent to 89 percent. For example, Neshaminy has the lowest starting teacher salary in this analysis, yet their Literature proficiency is above the state average and math is below. Conversely, Norristown has one of the higher starting salaries at over $58,000, and their Literature and Algebra proficiency are both far below the state average.

Clearly, starting salaries are not impacting high school proficiency in a meaningful way. Yet, despite spending $22,000 per student in 2023, Governor Josh Shapiro asked for an additional $526 million in this year’s budget address.

Even a liberal-leaning national nonprofit ranks the Commonwealth high for funding effort and funding level. The Education Law Center is focused on “justice and equity for public school students by enforcing their right to a high-quality education in safe, equitable, non-discriminatory, integrated, and well-funded learning environments,” and rates states based on their funding models.

This graphic shows that Pennsylvania is at the top tier of states for funding level and funding effort and at the bottom for funding distribution.

The Education Law Center’s ratings are aligned with one component of Shapiro’s plan, the “adequacy formula.” However, according to the report, Pennsylvania does not need more funding, rather the funding needs to be targeted to poorer districts. Still, the Governor persists in pushing for more funds.

“So last year, we made a commitment to not only invest a record amount of money in public education but create a brand-new formula that drives that money out to the schools that need it most,” said Shapiro during the budget address at the beginning of the month. “My budget continues the path we set out on last year, by investing an additional $526 million through that adequacy formula.”

And while the Education Law Center ranked Pennsylvania as one of the highest funded states, the Urban Institute, also a left-leaning nonprofit focused on “shaping a more inclusive, equitable, and just society,” rated the Commonwealth 38 out of 50 in terms of academic achievement based on the National Assessment of Educational Progress. (The Institute utilizes an adjustment formula for poverty in its rankings.)

Pennsylvania spends more money than most other states on education and ranks in the bottom third in academic achievement — only twelve states in the nation scored worse than the Commonwealth.

Our state gets an A for funding and a D for student outcomes — that’s a pretty bad return on investment — and yet, Shapiro just keeps asking for more money from taxpayers. 

“We invested $11 billion in public education for the first time ever and targeted those dollars to the schools that need them most,” said the Governor during his budget address. “We’re starting to meet the needs of our students, including serving nearly 92 million free breakfasts to school kids last year.”

The Education Law Center ratings were based on funding levels during the 2021-2022 school year which was prior to the $11 billion dollar investment. With A ratings for funding effort and level, more money is not needed to address this problem.

However, wasteful programs, like free breakfasts for every student in the Commonwealth regardless of income, are a big part of the problem. As I explained back in 2023, “free for all” means reduced resources for the truly advantaged. We do not need to buy breakfast for children whose parents can afford to pay for it. Instead, redirect those dollars to high-poverty districts to impact academic achievement. 

There are a myriad of wasteful programs and accompanying funding spent in districts that could be eliminated. Simply terminating expensive social emotional learning, social justice, and diversity, equity, and inclusion programs would realize enormous savings and likely result in better academic outcomes for all students.

None of those programs have resulted in an increase in academic achievement — or at least, I have never seen a study from a Pennsylvania school district that shows a positive, direct impact on student outcomes. If one exists, please send it over.

The bottom line is that money alone will not solve the problem. Impoverished districts have innumerable issues that impact academic achievement, and no two districts are the same. The challenges are different in Norristown than in Upper Darby, and no amount of money is going to fix the problem or the achievement gap.

Until we are willing to scientifically assess the specific issues in each struggling district and create solutions to address their issues, we are going to continue in this downward spiral. The achievement gap between the affluent and the poor continues to grow, and our most vulnerable children are being left behind, as evidenced by the discrepancy in Keystone scores for economically disadvantaged students.

The next article in this series will focus on effective solutions that do not cost the taxpayers more money.

Beth Ann Rosica resides in West Chester, has a Ph.D. in Education, and has dedicated her career to advocating on behalf of at-risk children and families. She covers education issues for Broad + Liberty. Contact her at barosica@broadandliberty.com.